Scholarly Interests

His research focuses on 2 areas: (a) the cognitive processes that underlie reading comprehension and studying, and (b) cross-cultural differences between U.S. and Chinese children in mathematical performance and the reasons for differences in performance. He teaches course on memory, reading comprehension and studying, and law and ethics for school psychologists.

Peverly, S. T., Brobst, K., Graham, M., & Shaw, R. (2003). College Adults are not Good at Self-Regulation: A study on the Relationship of Self-regulation, Note-taking, and Test-taking. Journal of Educational Psychology, 95, 335-346.

Peverly, S.T., Brobst, K.E. & Morris, K. (2002). The contribution of reading comprehension ability and meta-cognitive control to the development of studying. Journal of Research in Reading. 25, 203-216.

Wang, M.C., & Peverly, S.T. (1986). The role of the learner: An individual difference variable in school learning and functioning. In M.C. Wang, M.C. Reynolds, & H.J. Walberg (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergammon.

Presentations and Posters (Refereed)Zhou, Z., Xin, T., & Peverly, S. T. (2001). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Paper presented at the annual meeting of the American Psychological Association.Hutchinson, K. T., Kirk, U., & Peverly, S. T. (1999). Affective processing and social skills functioning in children with ADHD. Paper presented at the annual meeting of the American Psychological Association.Brobst, K., Graham, M., Shaw, R., & Peverly, S. (1998). Skill in notetaking: Are all texts created equal? Poster presented at the Annual Meeting of the American Educational Research Association.Peverly, S., Brobst, K., Shaw, R., & Graham, M. (1998). Relationship of Verbal Ability, Note-Taking Activities, Test Type, and Monitoring of Learning to Test Performance. Poster presented at the annual Meeting of the American Psychological Society.Zhou, Z., Peverly, S. T., Boehm, A. E. & Lin, C. D. (1998). Role of instruction in children's understanding of distance, time, and speed interrelations. Poster presented at the 106th Annual convention of the American Psychological Association, San Francisco, CA.Benuck, M. B., & Peverly, S. T. (1997). The effect of semantic context upon oral reading of unvoweled Hebrew. Poster presented at the Annual Meeting of the American Educational Research Association.Brobst, K., & Peverly, S. T. (1997). Should you read the text before you go to class? Poster presented at the Annual Meeting of the American Educational Research Association.Peverly, S. T. (1996). Invited Presentation: The future of the training of doctoral-level school psychologists. Paper presented at the Annual Meeting of the American Psychological Association.Zhou, Z, Boehm, A., Peverly, S., Ginsburg, H., & Lin, C. D. (1996). Children's understanding of time, distance, and speed interrelations: A cross-cultural study. Poster presented at the annual meeting of the International Congress of Psychology.Paradis, L., & Peverly, S. T. (1993). The effects of knowledge and task on students' questions in modified learning groups. Poster presented at the annual meeting of the American Educational Research Association.Peverly, S. T., Brobst, K. E., & Morris, K. (1991). The relationship among ability, metacognitive regulation, and metacognitive reflection in seventh grade students' study skills. Paper presented at the annual meeting of the American Educational Research Association.Peverly, S.T., Brobst, K.E., & Morris, K. (1990). A preliminary investigation of the relationship among performance, ability and metacognition in studying. Paper presented at the annual meeting of the American Educational Research Association, Boston.Peverly, S.T., Brobst, K.E., Morris K. (1990). The assessment of academic studying. Paper presented at the annual meeting of the American Educational Research Association, Boston.Peverly, S.T. (1989). Chair, Learning strategies for scientific material: Knowledge maps and mnemonics. The annual meeting of the American Educational Research Association, San Francisco.Peverly, S.T. (1988). One perspective on the relationship of cognition to assessment. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago.Peverly, S.T., Wang, M.C., & Gabriele, A. (1987). The study of metacognition and school learning: Review of research methodology. Presented at the annual meeting of the American Educational Research Association, Washington.Wang, M.C., & Peverly, S.T. (1986). The self-instructive process in classroom learning contexts. Paper presented at the annual meeting of the American Educational Research Association, Chicago.Dytman, J. A., Peverly, S. T., & Wang, M. C. (1985). An investigation of the role of the learner in LOGO learning environments. Paper resented at the annual meeting of the American Educational Research Association.Peverly, S.T., Randolph, R.F., & Wang, M.C. (1985). Implementation of an innovative program: A case study. Paper resented at the annual meeting of the American Educational Research Association, Chicago.

HBSK 4025: Professional and ethical functions of school psychologists

Permission required. Overview of issues associated with the school psychologists roles within educational settings including assessment, intervention, and consultation. Education and disability law and ethics are stressed.

HBSK 4074: Development of Reading Comprehension Strategies and Study Skills

Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.

HBSK 5096: The psychology of memory

An analysis of perspectives on human memory with particular attention to knowledge, attention, strategic processes, meta-cognition, transfer, and context. The application of this information to practice is stressed.

Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.

HBSK 6903: Research-independent study in reading

Permission required. Advanced students work with professor on research projects related to literacy skills across the lifespan.

Documents & Papers

Centers and Projects

The Center on Chinese Education, Teachers College Columbia University (CoCE) is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, as well as outreach and exchange. These activities will draw upon the historically special relationship between Chinese education and Teachers College, the interests and expertise of the faculty at Teachers College, as well as expertise and resources outside of Teachers College. Major funding for the Center's activities is provided by the Henry Luce Foundation and the Ford Foundation.